Teacher Guide. Fitness Online Toolbox. Supporting Certificate IV in Fitness, SRF04 from the Fitness Training Package. 12/10/05: Version 1.

Transcription

1 Teacher Guide Fitness Online Toolbox Supporting Certificate IV in Fitness, SRF04 from the Fitness Training Package 12/10/05: Version 1.0 flexiblelearning.net.au/toolbox Part of the Australian Flexible Learning Framework

2 Commonwealth of Australia 2005 The views expressed herein do not necessarily represent the views of the Commonwealth of Australia. This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source and it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission from the Commonwealth. Requests and enquiries concerning reproduction and copyright should be addressed to the Branch Manager, Technology and Information Services Branch, Industry Skills Development Group, Department of Education, Science and Training, GPO Box 9880 Canberra City, ACT, Part of the Australian Flexible Learning Framework

3 Table of Contents List of tables... 5 List of figures... 6 Certificate IV in Fitness Toolbox: Teacher Guide... 8 Overview of the Fitness Toolbox... 8 Purpose... 8 Target audiences... 9 Technical requirements... 9 Design of the learning strategies Available customisation methods Resource files Approach to competency assessment Overview of the materials provided to support each unit of competency Purpose of the scenario based learning approach Assessment suggestions Competency SRFFIT007B Undertake relevant exercise planning and programming SRFFIT007B Scenario 1 - Screen clients for developing an exercise program Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFFIT007B Scenario 2 - Develop exercise programs for clients Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFFIT007B Scenario 3 - Modify exercise programs for clients Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities Competency SRFFIT009B Undertake postural appraisal of low risk clients SRFFIT009B Scenario 1 - Prepare clients for postural appraisal Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFFIT009B Scenario 2 - Assess client's range of movement, analyse static posture, observe and analyse client s dynamic posture Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFFIT009B Scenario 3 - Deliver suitable exercises for clients with postural concerns with health professionals Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities Part of the Australian Flexible Learning Framework 1

4 Competency SRFFIT011B Provide exercise for fitness industry clients with special requirements SRFFIT011B Scenario 1 - Screen clients Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFFIT011B Scenario 2 - Deliver a program for clients with special needs Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities Competency SRFFIT013B Provide information and exercise related to nutrition and body composition SRFFIT013B Scenario 1 Assess client s diet Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFFIT013B Scenario 2 - Screen clients for body composition Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFFIT013B Scenario 3 - Develop and deliver exercise plan and program designed to improve the body composition of low risk clients Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities Competency SRFPTI001B Plan and deliver personal training SRFPTI001B Scenario 1 Plan personal training sessions Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFPTI001B Scenario 2 - Instruct clients in fitness activities Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities SRFPTI001B Scenario 3 Act as a motivator for clients Learning resources to support the scenario Collaboration activities involved in this scenario Underpinning knowledge and skills Assessment activities Part of the Australian Flexible Learning Framework 2

5 Using the Toolbox in a learning program Related resources Alternative ways of using the material Aspects learners/users may find difficult Communication activities Appendix Solutions for learning activities Competency SRFFIT007B Undertake relevant exercise planning and programming Competency SRFFIT009B Undertake postural appraisal of low risk clients Competency SRFFIT011B Provide exercise for fitness industry clients with special requirements Competency SRFFIT013B Provide information and exercise related to nutrition and body composition Competency SRFPTI001B Plan and deliver personal training Part of the Australian Flexible Learning Framework 3

6 Toolbox contact details: Flexible Learning Toolbox Help Desk Phone: Website: flexiblelearning.net.au/toolbox For more information contact: 2005 Australian Flexible Learning Framework National Communication Phone: (07) Fax: (07) Website: flexiblelearning.net.au Locked Mail Bag 527 GPO Brisbane QLD 4001 Part of the Australian Flexible Learning Framework 4

7 List of tables Table 1 List of competencies in this Toolbox... 9 Table 2 Units of competency and scenarios Table 3 Elements of competency and performance criteria addressed in FIT007B Scenario Table 4 Elements of competency and performance criteria addressed in FIT007B Scenario Table 5 Elements of competency and performance criteria addressed in FIT007B Scenario Table 6 Elements of competency and performance criteria addressed in FIT009B Table 7 Elements of competency and performance criteria addressed in FIT009B Table 8 Elements of competency and performance criteria addressed in FIT009B Table 9 Elements of competency and performance criteria addressed in FIT011B Scenario Table 10 Elements of competency and performance criteria addressed in FIT011B Scenario Table 11 Elements of competency and performance criteria addressed in FIT013B Scenario Table 12 Elements of competency and performance criteria addressed in FIT013B Scenario Table13 Elements of competency and performance criteria addressed in FIT013B Scenario Table 14 Elements of competency and performance criteria addressed in PTI001B Scenario Table 15 Elements of competency and performance criteria addressed in PTI001B Scenario Table 16 Elements of competency and performance criteria addressed in PTI001B Scenario Part of the Australian Flexible Learning Framework 5

8 List of figures Figure 1 Arrangement of pages and paths to sections of the Toolbox Figure 2a Possible learning paths through scenario FIT007B_1 for Mrs Karen Hendrichs Figure 2b Possible learning paths through scenario FIT007B_1 for Mrs Karen Hendrichs Figure 3a Possible learning paths through scenario FIT007B_1 for Ms Kirsty Anderson Figure 3b Possible learning paths through scenario FIT007B_1 for Ms Kirsty Anderson Figure 4a Possible learning paths through scenario FIT007B_2 for Mrs Karen Hendrichs (scenes 1 20) Figure 4b Possible learning paths through scenario FIT007B_2 for Mrs Karen Hendrichs (scenes 21 38) Figure 5a Possible learning paths through scenario FIT007B_2 for Ms Kirsty Anderson (scenes 40 60) Figure 5b Possible learning paths through scenario FIT007B_2 for Ms Kirsty Anderson (scenes 61 77) Figure 6a Possible learning paths through scenario FIT007B_3 for Mrs Karen Hendrichs (scenes 1 17) Figure 6b Possible learning paths through scenario FIT007B_3 for Mrs Karen Hendrichs (scenes ) Figure 7a Possible learning paths through scenario FIT007B_3 for Ms Kirsty Anderson (scenes 42 57) Figure 7b Possible learning paths through scenario FIT007B_3 for Ms Kirsty Anderson (scenes 58 66) Figure 8 Possible learning paths through the scenario FIT009_1 for Allison Matthews Figure 9 Possible learning paths through the scenario FIT009_1 for David McMaster Figure 10 Possible learning paths through the scenario FIT009_2 for Allison Matthews Figure 11 Possible learning paths through the scenario FIT009_2 for David McMaster Figure 12 Possible learning paths through the scenario FIT009_3 for Allison Matthews Figure 13 Possible learning paths through the scenario FIT009_3 for David McMaster Figure 14a Possible learning paths through scenario FIT011B_1 for John Darcy (scenes 1 8) Figure 14b Possible learning paths through scenario FIT011B_1 for John Darcy (scenes 9 17) Figure 15a Possible learning paths through scenario FIT011B_1 for Ben Robbins (scenes 32 38) Part of the Australian Flexible Learning Framework 6

9 Figure 15b Possible learning paths through scenario FIT011B_1 for Ben Robbins (scenes 39 47) Figure 16a Possible learning paths through scenario FIT011B_2 for John Darcy (scenes 1 9) Figure 16b Possible learning paths through scenario FIT011B_2 for John Darcy (scenes 10 25) Figure 16c Possible learning paths through scenario FIT011B_2 for Ben Robbins (scenes 31 47) Figure 16d Possible learning paths through scenario FIT011B_2 for Ben Robbins (scenes 51 60) Figure 17 Possible learning paths through the scenario FIT013B_1 for Ben Robbins Figure 18 Possible learning paths through the scenario FIT013B_1 for Jenny Smith Figure 19 Possible learning paths through the scenario FIT013B_1 for Anita Singh Figure 20 Possible learning paths through the scenario FIT013B_2 for Helen Collins Figure 21 Possible learning paths through scenario FIT013B_3 for Sally Turner Figure 22a Possible learning paths through scenario PTI001B_1 (scenes 1 17) Figure 22b Possible learning paths through scenario PTI001B_1 (scenes 18 35) Figure 22c Possible learning paths through scenario PTI001B_ Figure 23a Possible learning paths through scenario PTI001B_2 (scenes 1 22) Figure 23b Possible learning paths through scenario PTI001B_2 (scenes 23 28) Figure 23c Possible learning paths through scenario PTI001B_ Figure 24a Possible learning paths through scenario PTI001B_3 Susie (scenes 1 14) Figure 24b Possible learning paths through scenario PTI001B_3 Susie (scenes 15 24) Figure 25a Possible learning paths through scenario PTI001B_3 Garry (scenes 32 36) Figure 25b Possible learning paths through scenario PTI001B_3 Garry (scenes 37 42) Figure 26 Possible learning paths through scenario PTI001B_3 Rob Part of the Australian Flexible Learning Framework 7

10 Certificate IV in Fitness Toolbox: Teacher Guide The Certificate IV in Fitness Toolbox provides an interactive simulated workplace in which the learner takes on the role of a fitness instructor or personal trainer. The Toolbox presents the learner with a number of scenarios that simulate situations in the real workplace. The Toolbox covers five of the stream competencies and the Personal Trainer specialisation from the Certificate IV in Fitness qualification within the Fitness Training Package. The aim of this Toolbox is to provide the learner with the underpinning knowledge and understanding of the skills to develop full competency in a real workplace situation. This Teacher Guide is divided into three sections: General overview of the whole online product. Overview of the materials provided to support each competency unit and/or learning object (content aggregate). Using the Toolbox in a learning program Overview of the Fitness Toolbox This Teacher Guide describes the following: the purpose of the Toolbox target audiences technical requirements for learners and teachers design of the learning strategies Toolbox structure and key features customisation methods a description of the resource files approach to competency assessment. Purpose The Toolbox provides an interactive online learning environment for learners interested in pursuing work as, or currently working as, Fitness Instructors or Personal Trainers. The Toolbox targets units of competence in the Fitness Instructor stream and the Personal Trainer specialisation of the Fitness Training Package SRF04. Part of the Australian Flexible Learning Framework 8

11 This Toolbox covers five units of competency from Certificate IV in Fitness. This table shows the scenarios that are involved in each of the competencies addressed by this Toolbox. Competency SRFFIT007B Undertake relevant exercise planning and programming SRFFIT009B Undertake postural appraisal of low risk clients SRFFIT011B Provide exercise for fitness industry clients with special requirements SRFFIT013B Provide information and exercise related to nutrition and body composition SRFPTI001B Plan and deliver personal training Table 1 List of competencies in this Toolbox Target audiences This Toolbox is targeted at learners who are currently working in the fitness industry as either Instructors or Personal Trainers. The content of this Toolbox assumes that the learner has either completed the Certificate III in Fitness or has equivalent industry knowledge and experience. Learners who do not have current industry experience may be able to use the Toolbox to its maximum potential if they have undertaken prior study in the area. This Toolbox is not aimed at learners at entry level in the industry. Fitness Instructors are a young group of workers, with over 40% aged less than 25 years. The Toolbox has been designed to cater for this age group by presenting the learning activities in a games type environment in which the learner has to collect information to make the correct decisions to reach the end point of a scenario. Technical requirements The resources of the Toolbox consist primarily of HTML pages that have been developed in Macromedia Dreamweaver MX Many of the tasks have been developed in JavaScript and a browser that is JavaScript enabled must be used. Animations and audio resources have been developed in Macromedia Flash MX and require that Flash 6 player or later to be installed into the browser. Resources that require the learner to complete a report have been developed in Microsoft Word 2003 as a locked Microsoft Word document. The resources have been optimised to download on a 56k bps modem. All resources have been developed for viewing at a monitor resolution of 800 x 600. At lower resolutions the web pages may not display correctly. Part of the Australian Flexible Learning Framework 9

12 Learner s requirements To use the Toolbox the learner will require the following hardware and software: IBM compatible computer with a 600 MHz processor, 128 Mb of SDRAM running Windows ME, 2000 or XP or an Apple Macintosh capable of running OS 9 or OSX 800 x 600 pixel display 4 GB hard disk 1.44 Mb floppy disk CD-ROM drive Sound card 28.8 Kbps or higher modem A printer to print record and assessment files from within the toolbox. To use the communications facilities you will need to be connected to the internet via a modem or local area network. Browser and other software: Either Netscape (6.2 or higher) or Microsoft Internet Explorer (6.0 or higher) Microsoft Word version 97 or later Macromedia Flash 7 Player Adobe Reader version 5 or later Where reports and other evidence of work completed are to be submitted electronically, the learner will need to have access to an account. Teacher s requirements To use the Toolbox the teacher will require the following hardware and software. IBM compatible computer with a 600 MHz processor, 128 Mb of SDRAM running Windows ME, 2000 or XP or an Apple Macintosh capable of running OS 9 or OSX 800 x 600 pixel display 4 GB hard disk 1.44 Mb floppy disk CD-ROM drive Sound card 28.8 Kbps or higher modem Browser and other software: Either Netscape (6.2 or higher) or Microsoft Internet Explorer (6.0 or higher) Microsoft Word version 97 or later Macromedia Flash 7 Player Adobe Reader version 5 or later Part of the Australian Flexible Learning Framework 10

13 Editing software for customisation purposes An HTML Editor if the teacher uses Macromedia Dreamweaver MX 2004 they will be able to use the templates and library items Flash MX 2004 Where reports and other evidence of work completed are to be submitted electronically, the teacher will need to have access to an account. System requirements If the Toolbox is to be delivered online via the Internet a standard web server is required. Installing the Toolbox software The Toolbox software is provided on CD, one for the web site and one for the source code for the media that is used. To run the web site you only need to install the resources from the Web Site CD. Copy the entire contents of "fit_tb" directory, including the index.htm and upgradeplugin.htm files, to the specific directory on the server. The link to the Toolbox site will then be Your_site/Your directory/ index.htm Setting up the communications centre The Toolbox will need to be linked to a discussion board and chat facilities to enable communication activities. The links to these facilities can be made in the communications centre files. Edit the following file generic/comm_centre/comm_centre.htm Edit the following links 1. Change the text to the instructor's name and . Mr Name Instructor_1 mailto:instructor@youraddress.au 2. Change the link to the address for the chat facility. Go to the Chat Rooms <a href="link to chat rooms" target="_blank">go to the Chat Rooms</a> 3. Change the link to the address for the discussions facility. Go to the Discussion Board <a href="link to discussion board" target="_blank">go to the Discussion board</a> Part of the Australian Flexible Learning Framework 11

14 To disable the link to the Teacher's Guide If the Toolbox is to be loaded on a server for students to access it may be appropriate to restrict access to the Teacher's Guide as it contains answers to the activities. To disable the link to the Teacher's Guide make the following changes to these sections of code in the index.htm file. These are located in the object tag for the flash swf file. Change true to false in the two locations as described below. Make sure no spaces are included. and <param name="movie" value="index.swf?allowbutton=true" /> <param name="movie" value="index.swf?allowbutton=false" /> <embed src="index.swf?allowbutton=true" quality="high" bgcolor="#064d83" <embed src="index.swf?allowbutton=false" quality="high" bgcolor="#064d83" Design of the learning strategies Design objectives The design of this Toolbox requires the learner to "learn by doing". As the learner works through a scenario, they will make choices on the correct path to follow. These choices need to be made on an understanding of the principles and contexts on which the scenario is based. To acquire the required information on which to make decisions the learner is able to select from a range of learning resources. The learning resources are presented in a range of formats to suit a variety of learner needs. No direction is given in the scenario as to which resources to use. This is left up to the learner to decide. Scenario The scenarios are made up of scenes through which the learner navigates by making decisions on the best options to take. The learner interacts with the resources on each scene to access the required information to make a decision on which path to follow. A range of learning resource supports the scenarios, providing the learner with the underpinning knowledge to make the appropriate decisions. It is left up to the learner to decide when these resources are to be accessed and used in making the decisions to navigate through the scenario. Each scene consists of a photographic or animated representation of the workplace. Feedback is provided when the learner makes a choice that will jeopardise the client or the business. A record is kept of the path followed as the learner navigates through the scenes within the scenario. The learner can print off this scenario path at any time during the scenario. The learner is also able to select a particular scene without having to progress through each scene to get to a particular point in the scenario. Using this facility to take a quick path through the scenario will not be of any use to the learner as required information may not be gathered along the way. The scene selector will enable a learner to pick up where he or she left off if they exit part way through a scenario. It is also useful to revisit a scene that has already been visited to review the details. Part of the Australian Flexible Learning Framework 12

15 Supporting learning resources The learning resources that are provided to support the scenarios are presented in several different formats. These allow the learner to access the required learning to complete a scenario in a style that best suits their needs 1. Interviews/questions of specialist personnel The interview/question environment allows the learner to select specific questions or topics of interest to them. The information is presented in the form of an audio reply with graphical and/or animated support media. These simulate how the learner may seek assistance or advice in a workplace environment. At the end of each interview or answer to a question the person gives a number of questions that the learner is required to answer to show that they have understood the key concepts presented. The key personnel involved in these learning resources are as follows: Senior instructor Provides information on exercise programming and instruction techniques Medical personnel Provides details of health issues related to exercise programs and fitness evaluation Physiotherapist Provides information on how to assess posture and the effects of injury on exercise programming Nutritionist Provides information on diet and exercise Facilities manager Provides information on equipment usage 2. Bookshelf The bookshelf environment provides access to information that is best presented as text and graphics. These resources give in depth coverage of particular aspects of the required knowledge. In most cases, these focus on the theoretical aspects of the competencies that need to be understood. 3. Filing cabinet The filing cabinet provides examples of workplace documents. Each document has an instructions section on how it is to be used. These learning resources have little or no interpretation involved. In most cases these are also available within the scenario environment for use in undertaking and recording the required activities. Forms Examples of assessment record sheets, planning documents etc. Protocols Processes for testing and evaluating client fitness and other characteristics. These are based on accepted industry standard practices (In most cases those prescribed by the American College of Sports Medicine) Procedures Description of how to carry out particular tasks Instructions Details of how to set up and use pieces of equipment Part of the Australian Flexible Learning Framework 13

16 Toolbox structure and key features This Toolbox is organised as individual competencies. The learner selects a competency as they enter the Toolbox. Each competency has a number of associated scenarios. The learner then chooses a scenario to work through. Competency SRFFIT007B Undertake relevant exercise planning and programming Scenario FIT007_1 Screen clients for developing an exercise program FIT007_2 Develop exercise programs for clients FIT007_3 Modify exercise programs for clients SRFFIT009B Undertake postural appraisal of low risk clients FIT009_1 Prepare clients for postural appraisal FIT009_2 Assess clients range of movement, analyse static posture, observe and analyse client s dynamic posture FIT009_2 Deliver suitable exercises for clients with postural concerns in consultation with health professionals SRFFIT011B Provide exercise for fitness industry clients with special requirements SRFFIT013B Provide information and exercise related to nutrition and body composition FIT011_1 Screen clients with special needs FIT011_2 Deliver a fitness program for clients with special needs FIT013_1 Assess client s diet FIT013_2 Screen clients for body composition FIT013_3 Develop and deliver exercise plan and program designed to improve the body composition of low risk clients SRFPTI001B Plan and deliver personal training PTI001_1 Plan personal training sessions PTI001_2 Instruct clients in fitness activities Table 2 Units of competency and scenarios PTI001_3 Act as a motivator for clients Part of the Australian Flexible Learning Framework 14

17 The context The context of the learning environment is one in which the learner is required to undertake simulated workplace activities. Based on the results of these activities the learner decides on the best choices to effectively navigate through the scenes in the scenario. Each scenario is based on actual tasks related to the role and function of a fitness instructor or personal trainer. Key features From the entry page (site index page) of the Toolbox the learner is able to access a student guide on how to get started, how to use the Toolbox and how to enter the Toolbox environment. Once the learner has entered the Toolbox, they can access information about the content of each of the competencies covered by the Toolbox and enter one of the competency areas. The learner can then access a list of scenarios and select any specific scenario. Within the specific competency area the learner can access a description of each of the relevant scenarios and a list of the learning resources related to all of the scenarios within the unit of competency. From this location the learner can select and enter a specific scenario. Access to the different sections and resources within the Toolbox is as follows: Entry page (site entry page) Description of Toolbox and access to Teacher Guide/Technical Guide and Student Guide. Acknowledgements Link to competency selection page Competency selection page List and links to five competencies Scenario selection page Links to scenarios associated within the specific competency. Link to all learning resources in the specific competency Link to assessment requirements for the competency (based on the outputs of each scenario) Part of the Australian Flexible Learning Framework 15

18 Content area Frame containing scenario scenes and activities Navigation frame with links to glossary help files communications centre Learning resource Scene selector to enable a learner to move to any required scene in a scenario Site index page Enter toolbox Competncy list Select competency List of Competency specific Scenarios Select Scenario Scenario Pages Student guide Techical support Teachers guide Ful l li st of scenarios in toolbox List of all learning resources associated with competency Navigfation frame Learning resources associated with scenarion Glossary Hel p communicatio ns Content frame Figure 1 Arrangement of pages and paths to sections of the Toolbox Available customisation methods One of the underlying principles in the design of Flexible Learning Toolboxes is that they can be customised to meet the particular needs of different learner groups. This can involve the addition of extra information, deletion of content, editing the existing information and changing the images used. The resources in the Toolbox should also be able to be used as separate entities in such environments as a learning management system. Part of the Australian Flexible Learning Framework 16

19 Customising the Toolbox Changing the details on a single HTML page 1. Text a. Using an HTML editing program, open the page and edit, add or delete information on the page. b. The appearance of the text can be altered by opening the main.css style guide which is located in the generic folder and editing the appropriate style. c. The documents that are downloaded by the learner as either resources to use during the scenario or as part of the learning resources can be opened and edited using Microsoft Word 98 or higher. In most cases the files have been locked using the lock feature in the Forms toolbar within Microsoft Word and will need to be unlocked before and after editing. 2. Images Images on an HTML page can be replaced by adding another image with the same name as the one being replaced into the appropriate resource folder (titled fitxxx_y_res) either in the scenario or learning folder. 3. Flash questions in the learning resources The interview resources in the learning resources are built on the fly from the details on a.txt data page. This page contains the text of the question and identifies the flash_swf file that presents the information. Additional questions can be added or questions removed from the learning resource by adding or deleting lines in the appropriate.txt file. link1=folder/swf LINK HERE.swf&text1=Topic text &link2= Folder/SWF LINK HERE.swf&text1=Topic text Note that the address for the file being called must be in relation to the HTML file in which the media is being displayed not the actual media itself. Example link1=fit007_1_lr1_res/lr-moviestoloadtemplate.swf&text1=vo2 Max &link2=fit007_1_lr1_res/fit007_1_lr1_2.swf&text2=stretch flexibility &link3=fit007_1_lr1_res/fit007_1_lr1_5.swf&text3=abdominal strength 4. XML based flash presentations Many of the Macromedia Flash based presentations of information are based on resources described in an XML file. The resource (images, text and audio) being presented in the flash shell can be changed by altering the text in the associated xml file. Changing the file name of the image, video/swf or audio file being called will call that file into the "Flash Shell" text being shown in menus or subtitle areas can be altered directly in the xml file by editing the appropriate xml tag. Part of the Australian Flexible Learning Framework 17

20 5. Use of templates Additional pages can be added to the scenario by creating a new file from the scenario template in the templates folder at the root level of the Toolbox site. This is best done using Macromedia Dreamweaver MX 2004 but can also be undertaken using any other HTML editing program. Links from one page to the other can be created using the appropriate "Choice x" image in the generic folder. 6. File naming convention The files are named based on their competency and either the scenario or learning resource to which they relate. a. Naming a scenario file competencycode_scenario#_page#.htm Eg FIT007_1_2.htm refers to file 2 of scenario 1 in competency FIT007B Text only files use the same name as the file to which they relate but have the letters "txt" added For example, FIT007_1_2_txt.htm refers to the text only version of file 2 of scenario 1 in competency FIT007B b. Naming a learning resource file Resource files competencycode_scenario#_resource#_page#.htm For example, FIT007_1_lr3_2.htm refers to file 2 of learning resource 3 in scenario 1 in competency FIT007B Images and media are named based on the file to which they relate and may have either a number if there is only one media file or have a brief descriptor. The media resources associated with the scenarios or learning resources are either.jpg images or Flash Shockwave (.swf) files. The learner will also be required to download Microsoft Word documents as part of their activities in the scenarios or as part of the learning resources. These files can be saved to the learner's computer and completed as evidence of the learner's progress through the scenarios. Approach to competency assessment The assessment of the learner is based on the choices made within each scenario based on the information gained in each scene. In most scenarios the learner is required to record their actions and decisions or observations as evidence that they have successfully interacted with each scene. The activities in this Toolbox are not aimed at assessing full competence in a unit of competence. They provide the opportunity for the learner to gain the required underpinning knowledge and techniques required to apply the assessment criteria in a workplace environment. The files, in most cases Microsoft Word documents, can be completed and submitted to the instructor. Part of the Australian Flexible Learning Framework 18

21 Overview of the materials provided to support each unit of competency Purpose of the scenario based learning approach An instructor or personal trainer working in the fitness industry needs to make decisions about how to deal with a client and what are the best options to meet the clients needs as well as assess the clients characteristics prior to, during and after participating in fitness programs. The principles of scenario based learning have been used in this Toolbox to simulate the decision-making processes required of professionals in the fitness industry. The active learning approach of scenario-based learning requires the learner to develop skills in accessing and assessing information and applying it in different circumstances. This type of learning builds competence in decision making as well as gaining the required skills and understanding to meet the requirements of the competency standards. Assessment suggestions The scenarios within this Toolbox require the learner to complete and record the decisions they make and the information on which the decisions are based. These can be used as evidence of completion of the activities. These may also be used as assessment tools to establish the learner s underpinning knowledge and understanding of the required skills for each competency. Part of the Australian Flexible Learning Framework 19

22 Competency SRFFIT007B Undertake relevant exercise planning and programming SRFFIT007B Scenario 1 - Screen clients for developing an exercise program Scenario 1 provides the learner with experience in implementing the processes involved in the following aspects of screening a client: Assessing a client s goals Determining a client s health status Screening a client s physical characteristics Undertaking fitness screening tests These principles are presented in two different clients to provide a range of experiences in assessing a client. Element SRFFIT007B/01 Use the principles and variables of programming that underlie exercise planning SRFFIT007B/02 Use a structured approach to exercise planning Performance criteria 1.2 Use clear and structured forms when writing exercise plans and exercise programs 2.1 Conduct a client induction and screening before commencing to develop an exercise plan Table 3 Elements of competency and performance criteria addressed in FIT007B Scenario 1 In this scenario the learner has the task of carrying out health and fitness screening tests for two clients prior to a fitness program being prescribed for them. The activities involved in this scenario require the learner to download record sheets as Microsoft Word documents which can be either printed off or completed on a computer as they work through the scenario. At the conclusion of each client the learner is required to enter the details of the collected information into a simulated record system where the results are assessed and feedback given regarding the appropriateness of the information. At this point the learner may be directed to go back into a section of the scenario and reassess the client. At the conclusion of the scenario the learner can submit the completed screening forms to the teacher/instructor as evidence of having completed the scenario successfully. The following figures (Figures 2 and 3) show possible learning paths through the scenario. The pages can be printed for further reference. You may also choose to view them online by increasing the magnification of the pages through your browser. Part of the Australian Flexible Learning Framework 20

23 Figure 2a Possible learning paths through scenario FIT007B_1 for Mrs Karen Hendrichs Part of the Australian Flexible Learning Framework 21

24 Figure 2b Possible learning paths through scenario FIT007B_1 for Mrs Karen Hendrichs Part of the Australian Flexible Learning Framework 22

25 Figure 3a Possible learning paths through scenario FIT007B_1 for Ms Kirsty Anderson Part of the Australian Flexible Learning Framework 23

26 Figure 3b Possible learning paths through scenario FIT007B_1 for Ms Kirsty Anderson Part of the Australian Flexible Learning Framework 24

27 Learning resources to support the scenario FIT007B_1 Fit007_1_lr1 How to conduct screening tests FIT007B_1_lr2 Explain importance of health screening tests FIT007B_1_lr3 Explain how health risk factors are assessed FIT007B_1_lr8 How to measure blood pressure FIT007B_1_lr9 How to measure a heart rate FIT007B_1_lr5 Body composition and health risks FIT007B_1_lr10 Indemnity and professional negligence FIT007B_1_lr7 Fitness and health screening protocols and procedures FIT007B_1_lr6 Forms Pti001_3_lr6 Setting Goals Articles FIT007B_2_lr1 Exercise manual FIT007B_3_lr1 Assessing a fitness program Pti001_3_lr1 Motivation Pti001_3_lr6 Setting Goals Fit011_2_lr4 Determining and using 1 Repetition Maximum load values. FIT007B_2_lr5 The principles of exercise prescription Protocols FIT007B_1_lr7 Fitness and health screening protocols and procedures FIT007B_3_lr2 Steps in program assessment FIT007B_2_lr6 Classification and assessment of exercise intensities Part of the Australian Flexible Learning Framework 25

28 Collaboration activities involved in this scenario At the completion of each screening activity within the scenario the learner is asked to discuss the results of the screening with other learners in order to assess the client s health, physical and fitness characteristics. This collaboration may be undertaken using online communication tools such as discussion boards or chat rooms or may be undertaken in a live classroom situation. Underpinning knowledge and skills This scenario covers the techniques for performing screening tests which is part of Certificate III in Fitness. At Certificate IV level, the learner extends their competence into evaluating the results of the screening processes. It is assumed that the learner will have appropriate knowledge of basic anatomy and how to use screening equipment. Assessment activities In this scenario the learner is to complete and submit personal details questionnaire, physical and health status review and fitness screening assessment records for both clients. A goal setting worksheet is required for Kirsty Anderson. The information contained in these records can only be achieved by the learner successfully completing the activities associated with the scenario. The recorded documents can be submitted to the instructor as evidence of the learner having completed the scenario successfully. The learner may also print off a copy of the path followed through the scenario and submit that as evidence of how they have completed the scenario. Solutions to learning and assessment activities may be found in the Appendix at the end of this document. Part of the Australian Flexible Learning Framework 26

29 SRFFIT007B Scenario 2 - Develop exercise programs for clients In scenario 2, the learner is required to use the results of screening tests to select an appropriate exercise program for two different clients. The program development process involves assessing the client s health and fitness status, selecting an appropriate type of fitness program, selecting the exercises to be included based on the intensity of the exercise and the client s ability to complete each exercise and the selection of appropriate warm up and cool down sessions. One client is a beginner with some minor health issues and requires a general fitness program. The other client is an experienced person with specific fitness goals. The learner collects information from each client regarding their fitness goals. The scenario presents a number of simulated activities in which the learner is required to interact with the clients to select the appropriate exercises and program type. As the learner works through the scenario they are required to make choices to move between scenes. They have the opportunity to make incorrect or inappropriate decisions and then need to determine how to remedy the situation. At the conclusion of the scenario the learner is required to submit a completed fitness program to the teacher/instructor as evidence of having completed the scenario successfully. The program should have the details of the clients' training zone that is being targeted by each component of the program. Part of the Australian Flexible Learning Framework 27

30 Element Performance criteria SRFFIT007B/01 Use the principles and variables of programming that underlie 1.1 Use the principles of exercise planning to develop exercise plans for clients. exercise planning 1.3 Consider total training volume when developing an exercise plan and relate training volume to other program variables. SRFFIT007B/02 Use a structured approach to exercise planning SRFFIT007B/03 Write plan for specific fitness adaptations 2.2 Use the four program phases when developing session programs and relate to the clients specific needs. 3.1 Use the programming principles of planning for specific fitness adaptations when writing fitness plans. 3.2 Explain the relationship between the type of conditioning desired and the type of preparation phase selected to clients. 3.3 Demonstrate an awareness of the client's needs, objectives and exercise likes and dislikes when writing the plan/s. 3.4 Select appropriate exercises to meet the client's needs when writing the plan/s. 3.5 Design a plan format and structure that is appropriate to the client and the specific target adaptation. Table 4 Elements of competency and performance criteria addressed in FIT007B Scenario 2 The major activity in this scenario is the learner selecting a 3 day FITTER type program for client Karen Hendrichs and a 2 day upper and lower body resistance and 2 day cardiovascular training program for client Kirsty Anderson. The learner needs to view audio visual representations of each client undertaking a range of exercises with different sets and repetitions of each exercise or different levels of intensity. Based on their knowledge of the client and their assessment of each exercise, the learner selects the correct set of exercises for each phase of the client s fitness program. The following figures (Figures 4 and 5) show possible learning paths through the scenario. The pages can be printed for further reference. You may also choose to view them online by increasing the magnification of the pages through your browser. Part of the Australian Flexible Learning Framework 28

31 Figure 4a Possible learning paths through scenario FIT007B_2 for Mrs Karen Hendrichs (scenes 1 20) Part of the Australian Flexible Learning Framework 29

32 Figure 4b Possible learning paths through scenario FIT007B_2 for Mrs Karen Hendrichs (scenes 21 38) Part of the Australian Flexible Learning Framework 30

33 Figure 5a Possible learning paths through scenario FIT007B_2 for Ms Kirsty Anderson (scenes 40 60) Part of the Australian Flexible Learning Framework 31

34 Figure 5b Possible learning paths through scenario FIT007B_2 for Ms Kirsty Anderson (scenes 61 77) Part of the Australian Flexible Learning Framework 32

35 Learning resources to support the scenario FIT007B_2 FIT007B_2_lr2 How to measure intensity of exercise FIT007B_2_lr3 How to plan a warm up exercise FIT007B_2_lr4 How to plan a warm up exercise FIT007B_2_lr1 Exercise techniques manual FIT007B_2_lr5 Principles of exercise prescription FIT007B_2_lr9 Rating of perceived exertion FIT007B_2_lr10 Quantity and quality of training - developing a fitness plan FIT007B_2_lr6 Classification and assessment of exercise intensities Articles FIT007B_2_lr1 Exercise manual FIT007B_3_lr1 Assessing a fitness program PTI001B_3_lr1 Motivation PTI001B_3_lr6 Setting Goals FIT011B_2_lr4 Determining and using 1 Repetition Maximum load values. FIT007B_2_lr5 The principles of exercise prescription Protocols FIT007B_1_lr7 Fitness and health screening protocols and procedures FIT007B_3_lr2 Steps in program assessment FIT007B_2_lr6 Classification and assessment of exercise intensities Collaboration activities involved in this scenario At the completion of each screening activity within the scenario the learner is asked to discuss the results of the screening with other learners in order to assess the client s health, physical and fitness characteristics. This collaboration may be undertaken using online communication tools such as discussion boards or chat rooms or may be undertaken in a live classroom situation. Part of the Australian Flexible Learning Framework 33

36 Underpinning knowledge and skills This scenario covers the techniques for performing screening tests which is part of Certificate III in Fitness. At Certificate IV level, the learner extends their competence into evaluating the results of the screening processes. It is assumed that the learner will have appropriate knowledge of basic anatomy and how to use screening equipment. Assessment activities In this scenario the learner is to complete and submit a completed fitness program for each client. The program should include the exercises selected together with the clients capabilities to perform each exercise and the intensity at which they are working in terms of whether their training level heart rate or perceived exertion. The information contained in these records can only be achieved by the learner successfully completing the activities associated with the scenario. The recorded documents can be submitted to the instructor as evidence of the learner having completed the scenario successfully. The learner may also print off a copy of the path followed through the scenario and submit that as evidence of how they have completed the scenario. Solutions to learning and assessment activities may be found in the Appendix at the end of this document. Part of the Australian Flexible Learning Framework 34

37 SRFFIT007B Scenario 3 - Modify exercise programs for clients In scenario 3, the learner is required to assess the results of the fitness programs of two different clients, and develop modified programs based on those assessments. The program modification process involves reassessing the client s health and fitness status, selecting an appropriate type of fitness program, selecting the exercises to be included based on the intensity of the exercise and the client s ability to complete each exercise and the selection of appropriate warm up and cool down sessions. One client is a beginner with some minor health issues and requires a general fitness program. The other client is an experienced person with specific fitness goals. The learner collects information from each client regarding their progress in their individual programs so far. The scenario presents a number of simulated activities in which the learner is required to interact with the clients to assess the effectiveness of their fitness programs after six weeks, and to select the appropriate exercises and program type to maintain fitness improvements. As the learner works through the scenario they are required to make choices to move between scenes. They have the opportunity to make incorrect or inappropriate decisions and then need to determine how to remedy the situation. At the conclusion of the scenario the learner is required to submit a completed fitness program to the teacher/instructor as evidence of having completed the scenario successfully. The program should have the details of the client s training zone that is being targeted by each component of the program. Element SRFFIT007B/04 Evaluate and modify existing exercise plans for fitness industry clients Performance criteria 4.1 Recognise the general conditions that suggest a client's plan should be evaluated 4.3 Recognise the signs and symptoms of overtraining and utilise strategies for its prevention 4.4 Analyse and incorporate client s exercise likes and dislikes into a modified exercise plan 4.5 Review client s goals and incorporate changes to goals into the exercise plan 4.6 Assess clients for relevant fitness changes 4.8 Write revised programs and provide instruction to clients Table 5 Elements of competency and performance criteria addressed in FIT007B Scenario 3 Part of the Australian Flexible Learning Framework 35